Calgary Board of Education Support Plan: This document has been created by Student Services Support at the Calgary Board of Education to assist schools in their work with students who have special education needs. This document can either be printed for use or completed on the computer.
Support Plan For: Student Example
School: Lord Beaverbrook High School Age: Grade:
Objective: To ensure that staff are aware of behaviour support procedures in place to maintain a healthy learning environment for Student, other students and staff.
Rationale:
Student is a complex student in the Program Name who is struggling to make positive, socially acceptable choices in the school setting regarding respect and responsible treatment of persons and property. Student has exhibited behaviours in class such as non-compliance and using foul language. He struggles with social boundaries exhibiting behaviours such as inappropriate touching of himself and others or making comments which make others uncomfortable (“I love you”, “Will you marry me?”). He has misused equipment and taken items which do not belong to him. He has recently displayed physical aggression by assaulting a staff member.
According to his IPP, Student was able to make progress on the following behaviour goals by the end of the 2012-13 school year: advocating for himself in a polite manner, respecting personal space, and asking before touching people and items. He continues to need reminders of what are the social boundaries in the workplace. For example, Student will sometimes tell classmates or staff that he loves them or wants to marry them. Student also needs to have behavior expectations in the learning environment/workplace explained and enforced. For example, tell him clearly how a piece of equipment is or is not to be used and always supervise its use.
KEY UNDERSTANDINGS
  • Student has a diagnosis of …...
  • Parents report that he receives medication for…….
  • Student has a hearing deficit, which is corrected with hearing aids.
  • Student has had social boundary goals in his Individual Program Plan (IPP) from …..to present.
  • He had behaviour goals on his IPP from ……….
  • He was on a Behaviour Support Plan (BSP) from………..
Student enjoys:
  • socializing with peers,
  • ……..quietly by himself,
  • art/craft projects and completing his work in a neat, attractive manner.
  • Student is responsible with his belongings and is able to follow daily routines with minimal support.
  • He has a good sense of humour and will participate in class discussions.
Program Expectations
  • Student attends the Program at School, which supports students who …..to develop ……. skills as well as engage in ……...
  • Students are included in the general school program by participating in complementary subjects and the community at large by participation in travel training and work exploration.
  • To be successfully integrated into school and the workplace, it is an expectation that students behave in socially acceptable, age-appropriate behaviour.

Note: a copy of this plan should be kept in the office and should be read by any school
personnel before they work with this student
Staff working with Student will read and sign this plan.
Be aware of antecedent events. This behavior is most likely to occur when:
  • Student is asked to do something he does not want to do.
  • Seeking attention or amusement.
  • Student is tired or not feeling well.
  • Change of routine (such as return to school after a break or a substitute teacher)

Be aware of warning signs (escalating behaviours)
  • hands in mouth
  • tuning out adult directions, by appearing not to react at all
  • when directions are repeated, Student may continue not to react
  • staring at people
  • making faces at people
  • peer reports about Student’ behaviour

These behaviours are communicative in nature and indicate that Student is having difficulty.
Immediate measures (list plans to defuse the situation)
  • confirm that Student has understood directions by asking him to repeat what he heard. Give Student sufficient time to process what he is being asked to do
  • ask Student if he needs a break by asking if he needs:
  • a drink of water
  • to use the washroom
  • to go for a walk
  • go to the quiet room for a break
  • Ask Student if he needs help to ______(target behaviour).
  • Tell Student he has a choice to make between a positive outcome and a negative consequence (If Student takes out his agenda now, he will get his work done quickly and will be about to (activity he enjoys) today. If Student does not get his agenda out by the time I count to three, he will not get to (activity he enjoys) today. Student will be able to choose the activity for his free time such as: reading Magic Tree House, computer time, going on the rebounder, playing a game or doing a puzzle.
  • Ask Student if it is adult or workplace behaviour to make a disrespectful choice or irresponsible choice.
  • Label behaviours as “expected” or “unexpected”.
  • In the case of Student putting his hands in his pants, immediately label this behaviour as “unexpected in public”. Ask Student to use hand sanitzer.
  • Social Autopsy: Staff will help Student read social stories and write cartoons in behaviour notebook to help Student learn appropriate behaviour.
  • Staff will read entries in the Behaviour Notebook with Student to review expectations with him on a daily basis or redirect him in a positive direction if he is struggling with making positive choices.

Implement positive behavior supports (describe pro-active strategies to use consistently to support the student and that will increase his ability to communicate his wants and needs, and that will teach alternative, more acceptable responses to frustration)
  • use of visual daily schedule and go over visual daily schedule with Student so he can anticipate transitions
  • review routines and rules daily
  • teach and encourage Student to use the “I need help” card on his desk
  • frequent movement breaks
  • remind Student to use his words
  • chunking assignments into smaller sections, followed by a short break or reward activity
  • positive reinforcement for a job well done or good choices (praise, high fives)
  • use vocabulary such as “our workplace” or “adult” when speaking with Student about choices
  • remind Student how all high school students are practicing how to be adults
  • use of fidget toys, rocking chair, music and other sensory stimulation
  • Supervise use of equipment in learning environment (e.g. camera, cooking utensils) Have Student explain (to teacher/EA/peer) the appropriate way to use equipment before beginning task.
  • Use a behavior checklist for expected and unexpected behaviours. When all behaviours are expected, Student receives a award (preferred activity). More than 3 unexpected behaviours in a 90 minute class will result in consequence at school (loss of preferred activity) and phone call/email home.

Help peers learn to:
  • rehearse using an assertive voice to say “Student, I don’t like that. Stop!” to get undesirable behaviours to stop
  • encourage peers to report undesirable behaviours to an adult
  • recognize that the ALP staff helps all our students, in different ways, to be successful
  • recognize that we all working together to learn to make good choices
  • acknowledge that we all have frustration or get upset
  • recognize that we are all practicing proper behaviour so we will be ready to be adults
  • Participate in regular classroom instruction (such as Circles program, spontaneous teachable moments, reminders) centered around dealing with our different emotions and interacting in socially acceptable ways.
  • remind peers that all high school students are practicing how to be adults

Staff will (include any other measures that staff need to take)
  • be consistent in expectations around appropriate behavior
  • give Student enough time to process what is being asked of him
  • use vocabulary such as “workplace” and “adult” when reminding Student expectations or responsibilities
  • inform parents when Student has required behavioural intervention
  • maintain and complete entries in a Behaviour Notebook with cartoons about incidents and social stories to help Student learn to deal with different situations
  • have a daily debrief, weekly ALP team meetings and bi-weekly SLT meetings to discuss how strategies are working

Reactive Plan: In spite of proactive strategies, if aggressive or unsafe behavior occurs, the following plan is in place.
  • If after three verbal reminders from staff Student does not comply with instructions, Student is to go for a time out in the quiet room. He is to complete the requested task or request when he returns from the quiet room.
  • If Student refuses to go to the quiet room, parents will be called to take him home for the remainder of the day. Parents need to arrive within 30 minutes.
  • If Student purposely steals, misuses or damages property, parents will be called to take him home for the remainder of the day. Parents need to arrive within 30 minutes. If damage cannot be fixed by Student or item is not returned by Student, parents will be responsible to pay for replacement or repairs.
  • If Student is required to go to the quiet room three times in one day, parents will be called to take him home for the remainder of the day. Parents need to arrive within 30 minutes.
  • If Student assaults a student or staff member, he will receive an out of school suspension which will be initiated and followed up by administration and, if necessary, Calgary Police Service.

Have all team members, including parents, guardians, and the student – where appropriate, sign the plan.
Updated February 27, 2013
Print Name / Signature / Relationship to Student / Date
mother
father
teacher
teacher
Special Education
Learning Leader
Assistant Principal
Educational Assistant
Educational Assistant
Educational Assistant
Educational Assistant
Complementary course teacher
Complementary course teacher
Complementary course teacher
Complementary course teacher